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\begin{document}

\title{Lifelong Learning supported by Mobile Technologies}

\numberofauthors{2} 

\author{
% 1st. author
\alignauthor
S. M. Fahad Aizaz\\
       \affaddr{RWTH University}\\
       \affaddr{Aachen, Germany}\\
       \email{fahad.aizaz@rwth-aachen.de}
% 2nd. author
\alignauthor
Anupam Ashish\\
       \affaddr{RWTH University}\\
       \affaddr{Aachen, Germany}\\
       \email{anupam.ashish@rwth-aachen.de}
}
\maketitle
\begin{abstract}
Learning by itself is a continuous process. The acquisition of knowledge, skills, behaviors is a fundamental procedure built-in human beings. This continuous building of skills and knowledge throughout the life of an individual is \textbf{Lifelong Learning}. Though by itself this acquisition of knowledge is not restricted to literature or books. But it includes experiences encountered in the course of lifetime. It could be formal training, tutoring, higher education etc. or the lessons learned from situations.

The paper establishes support available to the lifelong learning process by use of technology, specifically in that of a mobile environment. It presents the concept of \textbf{Mobile Learning} as the technology that enables lifelong learning any-time anywhere. Also, this paper highlights the challenges faced by mobile learning such as mobility, availability, individuality etc. In addition to the systematic support that mobile learning provides to lifelong learning, the paper also suggests few frameworks that support lifelong learning via mobile learning. 
\end{abstract}

\section{Introduction}
Education is a fundamental right of every human being \cite{human_rights}. Since the known history various scholars and philosophers have expressed their deep concern on the importance of education. And education has evolved into various forms throughout the entire history of human beings. With this evolution, the accessibility to education has also changed with time. Also the technology is helping in the process of delivering content to learners \cite{norazah_lifelong, ally:mohamed}. The concept of \textbf{Lifelong Learning}\footnote{The strategy of lifelong learning had already influenced the development of new forms of adult learning before the new millennium. Following expert analyses prepared for OECD and UNESCO, the European Union raised this subject to the level of Community policy by accepting the Lisbon Memorandum, which set the task of implementing the framework of lifelong learning at the national level. The general conceptual framework for this set of issues was presented to the professional public in OECD documents.} was developed in 1970's, when it grew from the institution of formal education to include learning that occurs in a variety of settings, ranging from public schools, to book clubs, to after-school programs. After developing an understanding of Lifelong learning, we explore learning in modern technological era in context of Lifelong learning and the support available for it. 

In this paper we present a series of questions. What is Lifelong Learning? How does IT (Information Technology) aid learning? Why it is necessary to deploy learning to mobile technologies? Investigation into these questions led us towards a better understanding of Lifelong Learning. We present an analysis about the importance of mobile learning and the support it provides to learning. Once we investigate into the fact that how mobile learning  can be employed for learning in future, we present a framework that can be used as the basis for supporting Lifelong Learning using mobile technologies.

\section{Organization}
The paper is organized in multiple chapters. Chapter 3 describes Lifelong Learning in detail. Chapter 4 takes a brief looks at technologies in the past and in their current form aiding learners to adapt and use them for learning. It also presents an analysis of mobile technology as an emerging technology and a serious contender for lifelong learning. Chapter 5 provides a deeper understanding of mobile learning, challenges, limitation and its support for lifelong learning. In chapter 6, a framework is presented that supports lifelong learning via mobile learning. In Chapter 7, we present our own framework that supports lifelong learning and we present a discussion about realization of learning via mobile learning. Thereafter we conclude this paper and in the end we present a simple application developed to show lifelong learning in a real world.

\section{Lifelong Learning}
\textbf{Life	long Learning} is a continuous building of skills and knowledge throughout the life of an individual. It happens through life experiences, formal, and informal education. It is a volunt	ary and self-motivated pursuit of knowledge for either personal or professional reasons. As such, it enhances social inclusion, active citizenship, personal development, professional competitiveness and employability \cite{mocker_lifelong_learning}. According to Vavoula and Sharples (2001) \cite{sharples_lifelong_learning, vavoula_lifelong_learning}, at the core of the learning practice is the learner: a person with certain physical characteristics who assumes a number of social roles and who has a number of characteristics that relate to how they practice learning\cite{george_lifelong}. Although there exists no specific definition of lifelong learning, it is safe to interpret it as training of a workforce capable of adapting to a rapidly changing world \cite{norazah_lifelong, Rob_Koper}. The concept of lifelong learning involves around all forms of education that one receives after one has completed formal education. The aim of lifelong learning is to improve knowledge, skills and competence with a personal, civic, social employment-related perspective.

The shift in the mode of learning, from an isolated environment such as a classroom to distance learning, has changed the way the education is acquired. Also, with the help of technology, knowledge acquisition is no longer restricted to specific audience, age group or particular regions. The unique characteristics of lifelong learning practice that revolves around learner's perspective, behavior, roles that individual assumes influence how they practice learning \cite{Georgieva_Smrikarov_Georgiev_2005}. Furthermore, the use of technology can provide a flexible learning framework which is often preferred by adult learners.

\subsection{Characteristics of Lifelong Learning} 
Some writers such as Newsom (1977) \cite{newsom_lifelong_learning} have taken a narrow view of the Lifelong learning by equating it with self-directed learning. Others (Dadswell 1978; Dave 1976) \cite{dadswell_adult_learn, dave_lifelong_education} take a broad view of the lifelong learning by thinking of it as more of a philosophy than as a specific type of learning such as self-directed. Still most writers equate Lifelong learning with Lifelong education. Before offering a classification system for Lifelong learning, it might be helpful to analyze some of its basic characteristics first \cite{mocker_lifelong_learning}. 

\begin{enumerate}
\item The first characteristic is that the process continues throughout one's life and hence is not specific to an age group.
\item The second characteristic is that it cannot be defined in terms of single program since it doesn't relate with a single age group. Instead it must be defined as many programs that are pursued during a lifetime.
\item The third characteristic illustrates a broader concept i.e. Lifelong Learning tends to be more of a philosophy. A philosophy on which overall organization of the system is founded.
\end{enumerate}

Many authors also take an operational\footnote{Here refers to see Lifelong learning in action.} view point to define the concept of Lifelong learning. They suggest that Lifelong learning should be based on \textbf{Locus of control}\footnote{Locus of control is a theory in personality psychology referring to the extent to which individuals believe that they can control events that affect them. Understanding of the concept was developed by Julian B. Rotter in 1954, and has since become an important aspect of personality studies.}. That is because of the characteristics of adulthood, the willingness of individuals to assume responsibility for decisions that effect their live. To shed the ties of dependence and move to independence, an individual should have learned the skills needed for independent study and be willing to use them \cite{1508767}.

\subsection{Model of Lifelong Learning}
Lifelong learning can be seen as a system that is composed of four generic types of learning. 

The first type of Lifelong learning is \textbf{Formal learning}. The examples of this type of learning is found is most elementary and secondary schools, many forms of college and university degree programs and military training. In these examples the technical decisions on the \textit{what and how} are not made by the learner, thus he or she has little control over the process \cite{mocker_lifelong_learning}.

The second type of Lifelong learning is \textbf{Non-formal Learning}. Here the individual decides what is to be learned but \textit{the how} is decided by the organizer. In non-formal learning the individual has a partial control over the method of learning \cite{mocker_lifelong_learning}.

The third type of Lifelong learning is \textbf{Informal learning}. In this type of learning an Individual other than the learner decided what is to be learned while the learner decides \textit{how} it is to be learned. Like non-formal learning, the Individual has partial control in the decision making process \cite{mocker_lifelong_learning}.

The fourth and final type of Lifelong learning is \textbf{self-directed}. This is the learning method for most adults \cite{tough_adult_learn}. The Individual makes all the decisions regarding the \textit{what and how} of learning. In self-directed learning the individual has almost total control over the learning process \cite{mocker_lifelong_learning}.

Lifelong learning is comprised of many programs and many learner initiated activities. Using the control over the objectives and the means of learning as the major dimensions of Lifelong learning, a two-by-two matrix can be used to illustrate the model. The unique characteristic of lifelong learning is the fact that it centers around individuals, i.e. the learners themselves.

\begin{figure}[h!] 
  \centering
    %\includegraphics[scale=0.25]{.png}
    \includegraphics[width=0.5\textwidth]{figures/lmm.pdf}
    \caption{Lifelong Learning Model. \cite{mocker_lifelong_learning}}
\end{figure}

\subsection{Conclusion}
To develop the concept of Lifelong learning, a model has been provided. The model in Figure 1 demonstrates how all planned or deliberate learning is located along a continuum with the concept of control providing the basis for classifying the types of Lifelong learning. Since the control is a key characteristic of adulthood, the model is constructed on the idea that an operational definition of the Lifelong learning should be based on the locus of control for making decisions about the goals and means of learning. That is, individuals need to be in control of their decisions. In order to see lifelong learning at work, the control over decisions about learning objectives and goals should be managed by individuals themselves rather than others setting objectives. This induces the willingness towards learning and assuming responsibility for it. 

\section{Technology and Learning}
In the 1980s, educators began to perceive the importance of computers as productivity tools. The growing popularity of word processing, databases, spreadsheets, graphics programs, and desktop publishing was enabling businesses to become more productive. The development of inexpensive multimedia computers and the eruption of the Internet in the mid-1990s quickly changed the nature of educational computing. Communications tools (e.g., e-mail and computer conferences) and multimedia, little used according to Hadley and Sheingold, have dominated the role of technologies in the classroom ever since \cite{meaningful_learning}.

The Internet has evolved into a universal platform to communicate and share information. It has profoundly impacted the way in which we organize, work, and learn. Information technologies, like Internet technologies, played varied but significant role in all major learning environments such as classroom-based learning environment and virtual learning environment. The rising and development of the Web brought the diversity of the educational offer, so the Web Based Learning brought a change in many educational materials being accessible online. Internet has aided knowledge acquisition by omitting the hurdles such as distance, location, high cost and has provided effective ways for information accessibility. Though, in its earlier forms, web based education lacked interactivity which is necessary for a productive learning environment but with the enhancement in information technology, internet now provides rich multimedia and interactive tools to bridge this gap.

\subsection{Mobile Technologies} 
Mobile technology is a collective term used to describe the various types of cellular communication technology. Since the beginning of this millennium, a standard mobile device has gone from being no more than a simple two-way pager to being a cellular phone, GPS navigation system, an embedded web browser, and Instant Messenger client, and a hand-held video gaming system. Many experts argue that the future of computer technology rests in mobile/wireless computing. In a way it refers to communication services and all those devices that use these services while they are on the move. Thus location of these communication devices is no more static or fixed in comparison with traditional communication devices such as fixed line telephone or Desktop computers with communicate with each other (and also with the mobile devices) but remain static at their respective locations.
 
\textbf{Mobility} refers to a description of service or device being able to re-locate at any time. Examples for mobile devices include Laptops, Net-books, Palmtops, PDAs, Mobile Phones, Smart-phones, GPS devices, Tablets etc. and the communication technologies enabling these devices to communicate are Wireless Fidelity (Wi-Fi), Blue-tooth, GSM, 3G, 4G, GPRS, VPNs etc.

\subsection{Mobile Devices and Learning}
Since the advent of mobile technology, there has been an explosive growth in the usage of mobile devices. According to wikipedia [citation required], there are now estimated to be over 5 billion phone subscriptions (although some users have multiple subscriptions, or inactive subscriptions), which also makes the mobile phone the most widely spread technology and the most common electronic device in the world. 

These facts, and the range of computer-like functionality offered by top-of-the-range devices, are leading some observers to speculate that many people in the not so distant future will start to see the mobile phone as an alternative to a PC. With further improvement in nano-technology, hardware and software development, these devices provide computing power comparable to that of a Personal Computer or even a Laptop. This enormous growth in the usage of these devices has led technologist to believe that in future these devices will replace Personal Computers whereas other believe that hundreds of millions of people are not going to replace full-screen, keyboard and mouse experience with staring at a little screen. Clearly, neither view is likely to be completely objective, but the fact that the debate is happening is an indication of how powerful and sophisticated mobile devices are becoming.

By looking at all these facts and arguments about the penetration of mobile devices and their effect on our lives, the question that needs to be investigated is \textbf{whether these devices capable of incorporating a learning environment for theirs users?} The intuitive answer can be seen just by observation of their usage in our daily lives. These mobile devices are used not only to make long distance calls but services such as SMS, GPRS, 3G etc provides the possibility to send and receive instant messages, emails, surfing internet, even in some of the most primitive of mobile devices. Thus, they definitely contribute to human social interaction. In 2001, \textbf{Mobile Learning}\footnote{The m-Learning project was funded by the European Commission's Information Society Technologies (IST) initiative with matched funding from the project partners and, in the UK, the Learning and Skills Council. There are five project partners: two university-based research units (Ultralab at Anglia Polytechnic University in the UK and Centro di Ricerca in Matematica Pura ed Applicata (CRMPA) at the University of Salerno in Italy), two commercial companies (Cambridge Training and Development Limited (CTAD) in the UK and Lecando in Sweden)and the Learning and Skills Development Agency (LSDA) in the UK.} project commenced [citation: Mobile technologies and learning]. The purpose of this project was to envisage the potential of mobile devices for learning. The \textbf{m-Learning}  project  was considered highly innovative and unusual. It not only involved developing learning materials to run on hand-held devices in a time of rapid technological development, but also targeted reluctant young adult learners with poor literacy or numeracy.


\section{Mobile Learning}
The term \textbf{Mobile Learning} (from here on referred as m-Learning in this paper), has different meanings for different communities. Although related to e-learning and distance education, it focuses on learning across all contexts and learning with mobile devices. One definition of m-Learning is: Any sort of learning that happens when the learner is not at a fixed, predetermined location, or learning that happens when the learner takes advantage of the learning opportunities offered by mobile technologies. Learning with portable technologies including but not limited to hand-held computers, notebooks, tablets, smart phones etc. converge to the point that mobile learning mainly focuses of the mobility of the learner and interaction with portable technologies \cite{Nyiri2007}.

\subsection{Distance Learning, e-Learning \& m-Learning}
Distance education or distance learning is a field of education that focuses on teaching methods and technology with the aim of delivering teaching, often on an individual basis, to students who are not physically present in a traditional educational setting such as a classroom. It has been described as \textit{a process to create and provide access to learning when the source of information and the learners are separated by time and distance, or both} \cite{honeyman_valid_alternative}.

e-Learning comprises all forms of electronically supported learning and teaching. The information and communication systems, whether networked learning or not, serve as specific media to implement the learning process \cite{Tavangarian_ise-learning}. The term is still more likely to be used to refer out-of-classroom and in-classroom educational experiences via technology, even as advances continue in regard to devices and curriculum.

With the developing technology, distance learning or in this context e-learning has increased to a level to serve the notion of Lifelong Learning and thus in a form known to us as \textbf{m-Learning}. m-Learning is a candidate system to fill the deficiencies of former distance learning and e-learning systems with the use of mobile technologies. Harris, 2001 \cite{going_mobile} defines m-Learning as a point interacted to provide mobile computer technologies and internet-based learning to be \textit{every-time, every-where} learning experience. In m-Learning the opportunity of learning is independent of time, location and the changes in learning environment.

Perhaps it would be fair to state that m-Learning is a natural evolution of learning from its previous forms i.e. distance learning and and e-Leaning. However some writers see deficiencies in this statement. e-Learning occurred as a new form of distance learning and its terminology is close to those of traditional learning. But although the applications of m-Learning are seen as an evolution of e-Learning, m-Learning is a characterized technology and has its own terminology. For instance, terms such as multimedia, interactive, hyper-linked, media-rich environment are the characteristics of e-Learning; terms such as spontaneous, intimate, situated, connected, informal, lightweight are the characteristics of m-Learning \cite{Korucu20111925}. Thus it can implied that though m-Learning emerged from existing frameworks applied to Online education such as distance learning and e-Learning, it brings with itself some characteristics that are uniquely associated with it.

\subsection{Establishing Theory for m-Learning}
Just as with e-learning, the development of m-Learning is not intended to replace the classroom learning, but to enhance the values of wireless communication network. Designing content for e-learning differs from designing content for m-Learning.

Many theories of learning have been advanced over the 2500 years between Confucius and the present day, but almost all have been predicated on the assumption that learning occurs in a school classroom, mediated by a trained teacher. A few educational thinkers have developed theory-based accounts of learning outside the classroom, including Argyris\cite{orgranizational_learning}, Friere \cite{pedagogy}, Illich \cite{deschooling} but none have emphasized the mobility of learners and learning. 

The first step in postulating a theory of m-Learning is to distinguish what is special about m-Learning compared to other types of learning activity. An obvious, yet essential, difference is that it starts from the assumption that learners are continually on the move. We learn across space as we take ideas and learning resources gained in one location and apply or develop them in another. We learn across time, by revisiting knowledge that was gained earlier in a different context, and more broadly, through ideas and strategies gained in early years providing a framework for a lifetime of learning \cite{sharples2005ttm}.

Secondly, a theory of m-Learning must therefore embrace the fact that a considerable amount learning occurs outside classrooms and lecture halls as people initiate and structure their activities to enable educational processes and outcomes.

Thirdly, a theory of learning must be based on contemporary accounts of practices that enable successful learning. Lastly, a theory of m-Learning must take account of the ubiquitous use of personal and shared technology \cite{sharples2005ttm}. Thus the theory of m-Learning must be tested against the following factors \cite{sharples2005ttm, norazah_lifelong}.

\begin{enumerate}
\item \textbf{Mobility} The underlying assumption that learners are on the move all the time.
\item \textbf{Un-formal and Informal learning} Learning that takes place outside classroom.
\item \textbf{Constructive to society} Effective learning i.e. learner centered, knowledge centered, assessment centered, community centered.
\item \textbf{Technological ease} Use of ubiquitous technology.
\end{enumerate} 

These factors are required in order to establish a theory based on which a framework can be developed that supports m-Learning. Though these factors might still be relevant to existing theories of learning such as theories of formal learning or distance learning, it can still be argued that the m-Learning is mobility and individual centric while facilitating informal form of learning.


\subsection{m-Learning supporting Lifelong Learning}
Mobile devices such laptops, PDAs, smart-phones, tablets, mp3 players, iPods etc. are providing are providing learners and instructors with convenient access to online tools to support lifelong learning in the following ways:

\textbf{Accessibility}: Through internet, email and world wide web (www) learners can access material of their concern from any geographical location. Extending learning beyond classroom or during specialized hours.  

\textbf{Rich multimedia content}: The new generation of smart-phones are capable of displaying rich multimedia content. This also enables learners to directly download content such as video lectures, audio plays, study notes etc. Not only that the downloaded material can also be translated to numerous foreign languages. Lectures and notes can also be provided for almost any course of subject that learners are interested in such as science, law, marketing, political science and many many more.

\textbf{Interactivity}: The mobile devices also provides an interactive session to its users. With the advent of technologies such as 3G, mobile users can not only use their devices for voice calls but also video calls. Thus hinting towards a face to face conversation between two learners. Other than this, high availability of bandwidth also enables users to use software such as Skype on these mobile devices for communication and provides a possibility even for a multi-user conference. 

Of course interactivity doesn't only come in form of real-time communication. Social platforms such as Facebook also provides interaction between individuals that have a common interest. These mobile devices also support applications such as Facebook. Therefore such specialized social platform applications for the learners can also be build to provide a solid interactive experience to the learners.

Instant messaging can also be very interactive and helpful among Instructors and learners. Instructors can post office hours online and speak to the struggling learners one by one via instant messaging.

\textbf{Collaboration and Teamwork}: Communication via mobile devices allows learner to collaborate with out any boundaries. Services such as SMS, email provide a simplistic way to collaborate. It not only helps improving their critical thinking and problem solving skills but also provides an opportunity to share experiences and ideas.

Together they form essential parts that are involved in m-Learning systems, supporting lifelong learning, as depicted in Figure 2:
\begin{figure}[h!]
  \centering
    \includegraphics[width=0.5\textwidth]{figures/gcomls.pdf}
    \caption{A pictorial representation of a m-Learning system. \cite{Georgieva_internationalconference}}
\end{figure}

\begin{enumerate}
\item \textbf{Educational technologies}
\begin{itemize}
\item Providing support for synchronous or asynchronous education.
\item Providing support for e-learning standards.
\item Ensuring availability of permanent Internet connection between the m-Learning systems and the users.
\item Keeping at all times the location of the users.
\item Providing access to learning materials and/or administrative services.
\end{itemize}

\item \textbf{Information Communication Technologies}
\begin{itemize}
\item Consists of supported devices e.g. notebooks, tablets, smart phones, cellphones etc.
\item and Wireless communication technologies e.g. GPRS, WCDMA, IEEE 802.11, Bluetooth etc.
\end{itemize}

\item \textbf{Communication and Collaboration}
\begin{itemize}
\item Systems which support synchronous education: ability for the students to share and communicate with teachers and fellow students in real time.
\item Systems which support asynchronous education: students can't communicate in real time with teachers and other students. Emails and SMS are used more often.
\item Systems which support both synchronous and asynchronous education.
\end{itemize}

\item \textbf{Location awareness}:
\begin{itemize}
\item On campus systems, which can be accessed from inside the universities, school etc. Typical way to access such a m-Learning systems is through the university or school wireless network using laptops, tablets etc.
\item Off campus systems, which can be accessed anywhere outside the university, school or similar institutions. A typical use case scenario is through smart-phones, tablets using long distance communication technologies like 3G. It should contain the ability to send SMS containing news and important events to user's cellphones.
\item Systems which support both on-campus and off-campus systems. 
\end{itemize}
\end{enumerate}

\subsection{m-Learning Challenges}
General requirements for lifelong learning in context of mobile technologies are as follows:
\begin{enumerate}
\item Portability - to support mobility.
\item Individuality - to support individual learning styles that can be adapted to learner's ability.
\item Unobtrusive - knowledge or information can be retrieved in all situations.
\item Available - communications with friends, experts and/or teachers.
\item Adaptable - the context of learning should be adaptable to individual skills and situations.
\item Persistent - able to manage learner's learning despite any change in technology itself.
\item Useful - useful in everyday life routine.
\item User-friendly - easy to use.
\end{enumerate} 

Though as can be seen meeting all the requirement essentially are not easy. For instance, mobile devices needs to able to accessible in regions where network coverage is not sufficient. The devices needs to be highly portable, light and easy to carry. Smaller screen sizes of these portable devices also a factor needs to be considered as it doesn't deliver the same level of user experience as traditional desktop monitors. Power resources and limited and thus power consumption needs to be addressed. Other ways to be keep and share data where content cannot be downloaded directly from a remote site or internet must be sought.

\section{Framework for Lifelong Learning}
Advancements in mobile communication and the immense usage of devices supporting mobile communication has significantly impacted the way learning is practiced in the modern era. The practices of formal and informal learning with significant involvement of modern devices such as portable laptops, mobile phones and other wireless devices capable of delivering educational content, aiding long distance communication makes a considerable contribution to the enhancement of our everyday knowledge. While traditional institutions of education mainly focused (and still focus) on transferring information, up-to-date learning options and the lifelong approach to learning emphasize the development of individual abilities and learning skills. The core concept of the idea of lifelong learning is that people should be prepared and encouraged to "learn and how to learn".

Consequently, lifelong learning centers around individuals, i.e., learners themselves. To enable individuals to learn by themselves new possibilities needs to be devised for applying information and communications technology (ICT). The technology aiding to this in its current form can be seen being utilized in various forms. For instance, e-learning applications are widely being used throughout the internet. There are certain applications(platforms) that support distance learning programs supporting curriculum management for different programs offered by an institute to its students over internet. Whereas it is worth mentioning that Lifelong learning in perspective of its meaning differs from the various other forms of learning discussed so far. The main difference lies in the idea that the learning process in Lifelong learning is designed as per the individual need based on factors such individual's rate of learning, comfort, style and ease. (which could be different for different individuals)

The framework presented here is mainly based on the work by Parsons et al. \cite{PARSONS_FRAMEWORK_MLEARNING} with further modification from Norazah N, Mohamed A. E., Melor M. Y. \cite{norazah_lifelong}. The design requirements for framework of m-Learning environments can be seen in the Figure 3.

\begin{figure*}[ht!]
  \centering
    \includegraphics[scale=0.65]{figures/lllf.pdf}
    \caption{A framework for m-Learning design requirements for lifelong learning. \cite{norazah_lifelong}}
    \vspace{-.3cm}
\end{figure*}

\subsection{Theories of learning}
Design of instruction material based on theories of learning. The material should be constructive and can be used from one individual to another. For instance, drill and practice exercises provide a deterministic way to track students performance. The immediate feedback on student performance can determine the level of adaptability required by the application. It also acts as a motivator for the individual's performance hence encouraging them to continue with the exercise with a higher skill level.

\subsubsection{Learning through Collaboration}
Collaborative learning is the social interaction in a learning process. The most general definition of collaborative learning is \textit{"A situation in which two or more people learn or attempt to learn something together"}. Learning could be within an educational context (e.g. sharing course material) or joint problem solving, where learning is a side effect that can be measured by the improvement of problem solving performance or the gained knowledge. In case of Lifelong learning which is gained from experiences encountered in the course of a lifetime, collaborative learning can generate several activities within a group (e.g. explanation, disagreement, mutual regulation), that otherwise are hard to be triggered.

m-Learning was also found to motivate student, and improve their learning experience and performance. With mobile devices students are able to work with adaptive collaborative applications outside the classroom context, providing a flexible learning environment. However, collaborative m-Learning implementations are still at their early stage, and are yet to be explored and expand as our mobile phones, become more collaborative; and more affordable. Symmetrical knowledge and status shared goals established through negotiation and grounding highlight the \textbf{cognitive} benefits of collaborative learning. 

\subsubsection{Learning through Critique and Assessment}
"Learning is more than being taught [Illich, 1971]. Teaching is often fit into a mold in which a single, presumably omniscient teacher explicitly tells or shows presumably unknowing learners something they presumably know nothing about [Bruner, 1996] \cite{gerhard_fischer}." . An important challenge for a learning environment is to help users reproduce and reformulate the concepts and hence clear misleading conceptions. 

The relevance of the above factor is not adequate for Lifelong Learning scenarios. Wherein knowledge is distributed among multiple users or stakeholders and the specific "answer" does not exist or is not known. In Lifelong Learning environments, human understanding improves by critiquing existing knowledge and hence encouraging to expand the store of knowledge. "Critiquing is a dialog in which the interjection of a reasoned opinion about an activity or action triggers further reflection on or changes to the knowledge paradigms" \cite{gerhard_fischer}. Lifelong Learning should be able to reproduce the traditional human critiquing paradigm to learning environments. Critiquing has to be ubiquitous as it is a core of all scientific method. Also, the critics have to be user centered and supports user working on their own activities. The information should provided by the critics only when deemed relevant. The users should be allowed to plan their own activities and should be pointed out only when there is significant decrease in competence. Also, critics have to be knowledge based and should help the users to incorporate more knowledge into the learning environment.

\subsection{Generic Mobile environment}
The most important feature in the mobile environment is mobility itself. It enables us to be in contact while we are outside the reach of conventional communication spaces. Mobility can be conceptualized in different ways, i.e., mobility of the user, mobility of the device, and mobility of services, and these three aspects should be addressed both technically and contextually. We should also understand that each user employs their mobile device in a different way. For instance, teenagers frequently use SMS to communicate, while professionals are more likely to be using corporate email \cite{PARSONS_FRAMEWORK_MLEARNING}. A simple way of considering user roles and profiles is Lowgren and Stolterman's classification: core, periphery\cite{stone_sms_interactivity, stolterman_interaction_design}, and context or simply user identity and learners. In a particular project, the identity of the users could be the core users or the secondary users. Those who
perform learning activities by using the device features (e.g. the students) are considered as core users. Those who are involved indirectly with learning activities but somehow have roles to play (e.g. the content provider or instructor) are considered as the secondary users. Based on this information, the designer should then design an appropriate interface, include the necessary media types and establish the support service. The context will be the scenario in which the learning takes place, for instance the learning scenario in an institution or a society\cite{norazah_lifelong}.

Another environment issue that one has to consider is the user interface. It is a known fact that mobile devices such as mobile phones have small screens. Even smart-phones such as the iPhone or Personal Digital Assistant (PDA) do not have a large enough screen. However, as time progresses, screens for mobile phones offer better resolution and do not strain the eyes as much. Still, it is insufficient to solve the problem of materials restriction\cite{norazah_lifelong}.

There is a dire need for applications that can be used over various platforms. Since these platforms vary in different aspects (OS, hardware, processing power etc.), the applications needs to be designed in a way that they are usable on different platform seamlessly. Providing a user experience that doesn't change with the change in device accessing the information on device itself or via internet. 
In order to provide richer user experience, the support for lesson based on videos, audio's and textual formats is essential. The designer should then design an appropriate interface that is customizable to individual needs that the user finds appropriate for itself. The modern advancements support such kind of individualism. Google can be seen taking leaps in this regard. For instance, iGoogle provides individual interface for its users to be customized for the information they are interested in e.g. news weather, movies, books etc.

User interfaces are also part of this scenario. A well formed user interface encourages user with lower competence in using technology for learning. With the advent of all the modern devices such as smart phones, PDAs etc. there has been a parallel advancement in technology to develop application on these devices such as HTML5, CSS3 and javascript that aids device independent information distribution; providing standardized user experience independent of device itself. 

Successful mobile applications tend to employ many rich media objects \cite{PARSONS_FRAMEWORK_MLEARNING, uther_mobile_internet}, yet they should not distract from the learner's experience. These media types should support content appropriately. For instance, Luchini, Quintana and Soloway \cite{PARSONS_FRAMEWORK_MLEARNING, luchini_design_guide} stress the importance of the user participating in and learning about underlying concepts and processes, perhaps using simulation tools \cite{PARSONS_FRAMEWORK_MLEARNING, colella_partipatory}, rather than learning by rote.

\subsection{Lifelong knowledge acquisition}
There has been a shift in the frame of reference from the narrow framework of school based learning. This has been characterized by the transition in social practices from slow changes to rapid transformation brought about by the technological development. This has led to the advent of e-learning which aims at combining the traditional methods with distance education and internet which provides an advantage of flexibility, accessibility, convenience and it allows to proceed in the curriculum according to one's own schedule. These trends in the pedagogic paradigm can be seen with the eagerness of the youth to use information and communication technologies\cite{Benedek2007}.

\subsubsection{Virtual Reality and Learning Environment}
Manuel Castella argues that "the most important feature of multimedia is that they capture within their domain most cultural expressions, in all their diversity" \cite{RePEc:eee:respol:v:32:y:2003:i:6:p:1141-1145}. The effects of this has been the combination of audiovisual media, print media, entertainment and information and culture. All these can be interpreted as a new symbolic environment which has made virtual a reality.

Krist\'of Nyiri identifies the changes in knowledge acquisition patterns \cite{Nyiri2007}. Lifelong learning techniques are becoming dominant and formal institutions for education are being slowly replaced with virtual environment of open education. Due to the increase in mobile communications, the medium in which the youth communicates and learns has been growing similar to the ones where adults do communication, work and entertainment. More importantly, it can be observed that mobile phones have become easily accessible even for the the people with social exclusion, for example drop-outs within education system or those working in a position different from their skill set. And PDAs and other such devices like smart-phones bring access to a large amount of content for these people.

Hence a fundamental challenge to pedagogic thinking is to characterize new responses which can be applied to both school-based and informal learning. 

\subsubsection{A New Pedagogical Paradigm}
The traditional perspective of learning faces a critical challenge. The usage of communication devices has abolished \textit{classroom enclosure}. Figuratively speaking the world has become virtual and is now reachable in every corner touched by these communication devices. The distances have decreased both in terms of space (real-time communication) and in terms of time (SMS, MMS and other forms of communication). And an immediate problem emanating from all this is in the role of teacher \cite{Benedek_2007}.

This presents a fundamental paradox to the concept of lifelong learning in mobile scenario. Currently, lifelong learning techniques based on communication opportunity are not available in teacher's everyday activities, even at elementary levels. Also, the techniques used by students to acquire learning in terms of lifelong scenario has to be used by themselves later as an adult (or would-be teachers). In simple words, although m-Learning techniques exist, a system for "mobile teaching" is hard to find. The advancement in "mobile teaching" has been inhibited by the conservative forms of traditional learning methodologies enclosed in a classroom. Mobile communications hence hold an important role in lifelong learning techniques because of the effectiveness of their identical frameworks on both the young and adults. Also they can developed and applied transparently to all age groups identically.

Apart from the computer-assisted learning in classical sense, it is important to observe the new elements dominated by mobile-learning \cite{Benedek_2007}.
\begin{itemize}
\item \textit{Micro-learning} - Acquisition and processing of information through pictures and text in a contextual, customizable and direct manner. 
\item \textit{Functional networking} - Linking of groups in a functional manner for flexible training and tasks.
\item \textit{Direct access to databases} - Databases to build up integrated knowledge base and to create foundations for complex activities of learning.
\item \textit{Time-sharing optimization} -  Spatial and temporal distribution of tasks and functions which help in optimizing different activities in operational world. 
\end{itemize}

We would also have to look at the new schemes of cooperation within such activities and opportunities of learning via mobile communication. Further issues pertaining to the need of raising and generating demands for m-Learning while revealing existing but hidden knowledge and making it accessible to all. In short, m-Learning can play an important role in non-formal learning by adults where m-Learning and reduce the effects of cultural and social disadvantages. This can be especially significant to enhance the efficiency of the acquisition of knowledge irrelevant to age restrictions.

\subsubsection{Position Service for Lifelong learning}

\textit{"Positioning in learning networks is a process that assists learners in finding a starting point and an efficient route through the network that will foster competence building"} \cite{Kalz_researchand}. Most of the e-learning models are developed with an institutional perspective. The focus has to turn this around with individual in the centre of this effort for lifelong learning. \textit{A learning network is a platform which connects actors, humans and agents, institutions and learning resources which is capable of self organization. And competence is defined as an effective performance in a domain at different levels of proficiency \cite{Kalz_researchand}.} 

A popular approach to tackle these dependencies is the concept of \textit{Accreditation or Recognition of Prior Learning}\\ (APL/RPL). The idea is to identify prior learning experiences from formal as well as informal means. This is particularly relevant if a person changes his academic disciplines or his work and learning environment. This allows the learners to provide claims for his prior learning and hence ask for a particular exemption. Most these APL methods take help of experts to evaluate and study the learner's profiles and decide which learning activities leading to a competence should be exempted and for which the learner should be put in a starting position. However, this approach is time consuming and expensive.

\subsubsection{Methodology}
The goal of this methodology is to understand the history of the learner and identify the learning processes for which he can be exempted and where he can be placed in a starting position. It relies on developing electronic portfolios where the learner's competence can be mapped corresponding to the competences in the learning network \cite{rob_assessment}. More importantly, this methodology has to be viewed as a recommender system for starting positions/exemptions but not as automated systems without human decisions. Also in context of lifelong learning both sources of data (learner's competence and the network) change fast, the dynamic positioning service has to appropriately adjust according to the changes in the competences of the learner or the learning network.

\subsubsection{Solutions}
The aim of the positioning service is to speed up the time required to meet learning objectives with the help of automated portfolio assessment. Different situations have to be analyzed in order to compare the competence information of the learning and those available for the learning network as depicted in Figure 4 \cite{Kalz_researchand}.

\begin{figure}[h!]
  \centering
    \includegraphics[width=0.55\textwidth]{figures/psm.pdf}
    \caption{Positioning Situation Matrix. \cite{Kalz_researchand}}
\end{figure}

In first case, there is no competence information available for the learner profile as well as the learning network. This situation occurs when the electronics portfolios have not been developed for the learner and the learning network only has information about the learning activities and not the competences. In this case, if the content of the target and source materials overlap significantly then the target activity is exempted.

In the second case, metadata based competence information is available for both the learner and the learning network. In this case these metadata could be mapped to competences and similarities can be evaluated between the two. Hence the positioning for the learning activity can be determined.

In the third scenario, we can observe the comparisons for the competence ontologies in both learner's profile and the learning network. Ontologies can be defined to be the metadata associated with a controlled vocabulary of concepts and they can be useful in developing these concepts in a machine readable way. Competence ontologies can be learner's profile, the learning network, the learning objects etc. 

The positioning system model should be capable of covering all the three cases as described above and should be efficient in recommending the starting position or exemption from a learning activity. This is very important in a lifelong learning perspective as it supports accreditation for prior learning to position an individual appropriately in a learning network.


\subsection{Learning Experience and Objectives}
Most of the literature regarding M-learning design has tended to simply map m-Learning contexts and learning objectives, such as individual learning or collective learning. However, as learning activities become a ubiquitous part of our lives, the focus of design and evaluation has turned towards the user's learning experience \cite{PARSONS_FRAMEWORK_MLEARNING}. To shed light on the issue of learning experience requires a revisit to user experience of usability. Preece et al. \cite{preece_interaction_design} comment that system designers should not only concern themselves with usability goals but also with the impact of the design on the user. According to Preece et al. \cite{preece_interaction_design}, not only do users look for a usable system but they also look for a pleasing and engaging experience. Therefore, elements such as enjoyment, user satisfaction and motivation are taken into account. Apart from that, content should also be well organized. An organized content could enhance understanding and thus promote learning acquisition. An organized content must be attached to goals and objectives. As with any other form of teaching materials, goals and objectives provide sense of direction.

We believe that the most basic component of learning experience is that it is an organized delivery of the contents. Carefully organized content should enhance the learning experience by making sense of the material, perhaps using a narrative framework. Goals and objectives help the learner to engage. Generally, achieving goals is a big part of what motivates learners, and these goals and objectives could be adapted to match the situations and expertise of the learners. Goals and objectives are measured by outcomes and feedback. Similarly in learning, feedback comes when something in the learning changes in response to what the learner does. It lets the learner know immediately what they have achieved. The narrative (representation or story) in learning experiences can be seen as an important structural factor in developing new or improved skills. Social interaction means group experiences or establishing some relevant collective learning. This helps the learner to develop appropriate social and team skills and assists team building in reaching joint learning objectives \cite{PARSONS_FRAMEWORK_MLEARNING}.

\begin{figure*}[ht!]
  \centering
    \vspace{-.3cm}
    \includegraphics[scale=0.50]{figures/mlllf.pdf}
    \caption{Our Framework that supports Lifelong Learning.}
    \vspace{-.3cm}
\end{figure*}

Finally, conflict, competition, challenge, and opposition provide a dynamic for individual or collective problem solving. These factors can engage the learner, facilitating self-motivation and self-regulation. Activities that draw on conflict and possess competitive elements might be more interesting to the learners. Indirectly, this inserts the fun element into the materials designed \cite{prensky_digital_learning}.

\section{Discussion}
Mobile technology is without any doubt one of the most influencing developments ever to have taken place in the world of Information and Communication Technologies. With it a rapid evolution of educational technologies has also emerged. Advancements in hardware, software and wireless communications has definitely created mobile technology as a candidate suitable to exist as a learning environment. As we have already described that learning doesn't confine itself to classroom, libraries or universities. Learning comes in all forms, in all contexts and in all ages and is known by Lifelong learning. The main question that we discussed in this paper is \textbf{if lifelong learning can be supported by mobile technologies?} And we come to the conclusion, \textbf{Yes, it does.} Though there exist technologies that aid learning, to a certain extent also lifelong learning, but mobile learning makes it complete. Mobility, for example, makes the difference that technologies such as e-learning could not provide to the learners. With mobility, a learner is able to learn anywhere anytime. Supporting lifelong learning means that the control over decisions about what learner wants to learn has to be with the learner itself. Therefore the content for learning needs to be designed differently than how it is done traditionally. Also, the content of subject should not be tailored for learners rather learners should be enabled to tailor the content for their learning. To do this, educational tools need to be designed that can support individual centric content delivery. For example content could be lectures notes, ebooks, audio books, video lectures for a subject in which a learner is interested in and chooses for his convenience to listen to the audio play. Similarly the content could be translated into many foreign languages for the ease of understanding of learners. Therefore content design and delivery mechanism is of utmost importance for supporting mobile learning and its  availability in all forms supports lifelong learning.

However, mobility comes with its limitations. Since lifelong learning is an act where individuals assume responsibility for their own learning paradigm, it is also necessary that technology doesn't scare the learners away but encourage them and help them overcome their problems and difficulties. Mobile devices are mostly equipped with only small screen sizes, limited battery time, limited area of connectivity, limited access to content type etc. Thus it is essential to address these limitations or provide an alternative to them. For example a mobile device that doesn't have the capability to access video lectures but can only host audio should be able to use the alternative or a device which doesn't support internet connectivity to receive emails could use short message service for receive important notification. In a case, where a mobile device doesn't receive any service from a service provider, facility such as an e-book than can be stored on the device to be read offline can be a great alternative.

A major aspect of lifelong learning is collaboration and teamwork. Mobile devices and the educational technologies can play an important role in accomplishing this. Mobile devices come with primitive communication facilities such as SMS or email (or with help of data communication ability), facilitating learners to communicate with each other and share their ideas and work. On the other hand, educational technologies help in development of certain social platforms in which multiple learners can participate and provide their input and thoughts over certain topic. Such tools can be used for collaboration is some study project or development project or simply keeping everyone in a group up to date on activities undertaken by group of learners. For example, with the help of mobile devices it is now possible for a group of students studying botany to visit certain botanical gardens and make their observations together and publish them online so that other groups can learn from it. Smartphones with the capability of both voice and video calls and conference can help learners to communicate better from any geographical location, on-site or off-site, improving collaboration. While saying so, it is also true that such service is not available at all geographical locations and all times.

Similar to any learning environment, assessment and feedback are necessary for personal development of a learner in a lifelong learning environment. Instructors can provide their individual feedback to the learners either by posting, or by having a conversation. Instant messaging can prove to help this kind of interaction. Where an instructor can communicate with the learner and resolve any kind of inquiries, problems that the learner might be facing. Instructors can also benefit with this service to assess learners work and provide personal feedback. This can help learners to improve their skills and help them keeping the direction to achieve objectives and goals.

Figure 5 presents our framework based on this discussion. The key to analyze this framework is the \textbf{control}. Lifelong learning can only be complete if individuals take the decisions for their own learning. Surrounding it are the technologies, learning context leading towards the actual goal i.e. individual improvement of skills and the skills learned through collaboration. In this framework we also depict the challenges that needs to be overtaken by these components. Developing learning material, mobility, and its access in an interoperable and collaborative environment.

\section{Conclusion}
This paper presented the requirements and challenges which are important in design and development of a Lifelong Learning environment. With the advancement of mobile technologies there were advancement in learning technologies, particularly m-Learning. The technology presented significant advantages over previous forms of learning by adding mobility support. Hence it was not necessary anymore to be at a fixed location to perform learning tasks. m-Learning has a great influence on Lifelong Learning where we defined it as learning that takes place without any boundaries. Not just the organization of content but also ease of use, user engagement and self satisfaction in tasks being undertaken, keeps the user motivated. We also briefly discussed the challenges that m-Learning brings to learning. A generic framework for supporting Lifelong Learning is also discussed in this document based on the work of Norazah N., Mohamed A. E., Melor M. Y. \cite{norazah_lifelong}. However, we believe that for Lifelong Learning to be more effective, control over own decisions on learning is very important along with the key characteristics of Lifelong Learning such as collaboration and feedback that are fairly necessary for development of skills and self assessment. Finally we summed up our analysis with our own framework which can support lifelong learning in the context of mobile technologies. An application tailored for real world scenario is also implemented, providing a practical usage of m-Learning for lifelong learning.

\section{Application}
The objective was to implement an application that supports Lifelong Learning for Android based mobile devices. Travel companion, as the name states is an application that helps users to learn while they are traveling. The concept is to allow the users to add information about an interesting site they visit and also to retrieve information about the interesting sites other users had visited. Information can be provided in a comprehensive fashion along with other nearby locations to visit, maps, images and additional details.

Today, there are many travelers guide available in the market assisting readers while they are traveling in different cities in the world. Lonely Planet is one of the example publishers. They provide books to be purchased by readers, providing them their expert advices for site seeing. However, a platform which promotes a common learning platform for a learning community is missing.

We wanted to take this concept to the next level. Modern day mobile devices support maps, directions and text retrieval facilities that can be used while he is on the move. A typical use case scenario can be a large group of exchange students from US who have come to Europe to learn architecture. They can form small groups and each of these groups visits different European cities. While they keep on finding interesting information about new places and sites they can keep on adding information about it. This application is different from other's in the way content is generated and the type of content that is generated. It is totally based on collaboration to add information (content generation) and the information entered is also specific. So in our case only relevant information pertaining to the concepts learned in Architecture Schools is stressed. Also the ease with which the app can be used can encourage users of all age groups. Another advantage can be the availability of the interface in both the mobile (small s
creen) and desktop (large screen) platforms. So if a user wants to add/edit a particular information he can also do it from his hotel room on his laptop. The idea behind enabling this feature was that we did not want it to be limited to only mobile devices. A person who does not have access to Smartphones should also be allowed to use the feature of this app. Although the functionality of the application is greatly reduced (e.g. mobility) we wanted to bring all users within the reach of this application. Also the large screen size of the desktop can also be a great platform for collaborative editing. 

We have tried to develop our idea by inculcating all the major characteristics of a Lifelong learning and simultaneously exploiting the benefits that mobile technologies provide us. More information about the implementation details can be found below.

\subsection{Implementation}
We divided the application into two parts i.e. Android Native Application and Web Application.

\textbf{Android Native Application:} The native application supports tools such as Google maps, global position systems and also can fetch data from services running on internet such as web services. The user can use this application to get information about the current city he or she is at. It can be used to get information about the locations to be visited in the city. He or she can also search information for other cities and the locations to be visited in that city. The information can have text information, video, audio and image. (Currently we only support Text)

\textbf{Web Application:} The web application is basically used by the content provider to provide necessary information about cities, locations and maps etc. that can be accessed by a mobile user. The web application consists of two parts i.e. Web Client and Server Hosting Services (datastore, webservices).

\textbf{Web Client:} This part of the application is used by the content providers such as Lonely Planet. The upload the content and can sell it for subscription. The uploaded content can have audio, video, image text etc. (Currently we only support Text)

\textbf{Server Hosting Services} The backend system contains the architecture to store and retrieve data such as text, images, video, audio etc. (Currently we support only Text)

\subsection{Technologies utilized}
The technologies are used to implement this project are Android SDK, Google Maps SDK, Google App Engine SDK (backend), Google Web-development Toolkit (frontend). Other than that we are using Javascript, Jquery, HTML to make all the things work together.


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